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Teaching English for young language learners at Grade 5: Teachers' beliefs in two contrasting national approaches compared, and pedagogical implications

Son, Vi Thanh LU (2019) The 7th OpenTESOL International Conference p.423-442
Abstract
The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of... (More)
The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of focusing on communication and grammar in teaching English classes at primary level between the groups, in spite of some similarities regarding classroom activities (group work), source of material and the languages used in the classroom. The results not only casted light on teachers’ beliefs in two contrasting national approaches in their English teaching methods for young language learners but also led the author to discuss further pedagogical implications (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Teachers’ beliefs, English, Primary school, Communicative language teaching, Grammar, Focus on forms
host publication
OpenTESOL-Proceedings of the 7th OpenTESOL intrenational conference 2019
editor
Nguyen, Lan; Bui, Quyen; Huynh, Hung; Mai, Tien; ; ; and
pages
423 - 442
publisher
Ho Chi Minh City Publishing House of Economics
conference name
The 7th OpenTESOL International Conference
conference location
Ho Chi Minh City, Viet Nam
conference dates
2019-05-24 - 2019-05-25
language
English
LU publication?
yes
id
0a9ee502-a56d-4191-af28-87c21c6eb7be
alternative location
http://opentesol.ou.edu.vn/uploads/5/9/9/8/59980917/proceedings_of_the_7th_opentesol_interntional_conference_2019.pdf#page=423
date added to LUP
2019-08-26 13:40:02
date last changed
2019-08-29 16:54:43
@inproceedings{0a9ee502-a56d-4191-af28-87c21c6eb7be,
  abstract     = {The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of focusing on communication and grammar in teaching English classes at primary level between the groups, in spite of some similarities regarding classroom activities (group work), source of material and the languages used in the classroom. The results not only casted light on teachers’ beliefs in two contrasting national approaches in their English teaching methods for young language learners but also led the author to discuss further pedagogical implications},
  author       = {Son, Vi Thanh},
  editor       = {Nguyen, Lan and Bui, Quyen and Huynh, Hung and Mai, Tien},
  keyword      = {Teachers’ beliefs,English,Primary school,Communicative language teaching,Grammar,Focus on forms},
  language     = {eng},
  location     = {Ho Chi Minh City, Viet Nam},
  month        = {05},
  pages        = {423--442},
  publisher    = {Ho Chi Minh City Publishing House of Economics},
  title        = {Teaching English for young language learners at Grade 5: Teachers' beliefs in two contrasting national approaches compared, and pedagogical implications},
  year         = {2019},
}